Hybrid science teaching programmes to develop critical thinking skills

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K02550
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Hiroshima University
• Principal Investigator: Hiroyoshi Kinoshita 広島大学, 人間社会科学研究科(教), 教授 (20556469)
• Co-Investigator(Kenkyū-buntansha): 山中 真悟 福山市立大学, 教育学部, 准教授 (10845465)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 批判的思考 / 理科教育 / 指導プログラム

Outline of Final Research Achievements

The purpose of this study was to investigate teachers' actual teaching conditions regarding critical thinking in science, and to construct a lesson program to help students acquire critical thinking skills through a hybrid type of teaching that combines teacher-led and student-centered instruction.
Teacher survey: "Emphasis on substantiation" was carefully taught, but "Emphasis on evidence" showed some problems in teaching. Elementary school survey: After having students solve problems while showing them how to think critically, guidance was given to make use of students' simple ideas. As a result, it was effective in fostering "rational thinking" and other skills. Junior high school survey: After introducing a stimulant to activate critical thinking, students were instructed to conduct self-evaluation activities. The results suggested that the self-evaluation activities were effective, but did not foster "reflective thinking.

Free Research Field

教科教育

Academic Significance and Societal Importance of the Research Achievements

批判的思考力育成の観点から、理科授業における教師の指導実態を明らかにした研究はみられなかった。本研究を通して、教師の指導実態を明らかにしたことにより、批判的思考力の育成に向けた指導法や教材を開発するうえで重要な手がかりを得ることができた。
また、本研究は、高い教育効果が期待できる「導入アプローチ」に焦点を当て、教師主導と学習者主体を接合するハイブリッド型の授業プログラムを構築した。これは、批判的思考力を育成する指導の拡充につながるものといえる。